Documente Academic
Documente Profesional
Documente Cultură
Language
er-creative Art Activ
p
u
S
ities
i ll s
k
S
and Enga
That
Build Language Arts
ge K
i ds o
f All Le
arning Styles
B Y
N E W
Y O R K
A T H I
U D S O N
T O R O N T O
M E X I C O
C I T Y
&
L O N D O N
N E W
D E L H I
O A N N E
V I N S
A U C K L A N D
H O N G
K O N G
S Y D N E Y
No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of
the publisher. For information regarding permission write to Scholastic Professional Books, 555 Broadway,
New York, NY 10012.
Cover and interior design by Kathy Massaro
Interior art by James G. Hale
Student artwork by students of North Wayne Elementary School
ISBN: 0-590-00488-3
Copyright 1998 by Kathi Hudson and Joanne Ivins. All rights reserved. Printed in the U.S.A
Contents
Introduction ................................................................................................................................5
What Youll Need ................................................................................................................5
How the Activities are Organized ........................................................................................5
Story Elements
off Speech
Speech
Parts o
Acting-Verb Cartoons ........................................................................................................17
Pictonoun Paragraphs ........................................................................................................19
Helping-Verb Hands & Linking-Verb Chains ....................................................................22
Adjective Pictures ..............................................................................................................24
Conjunction Junction ........................................................................................................26
Impressive Possessive Portraits ............................................................................................28
Preposition Scenes ..............................................................................................................31
Homophone Cubes ............................................................................................................34
Animated Adverbs ..............................................................................................................36
Antonym & Synonym Puzzle Pieces ..................................................................................38
Reading Skills
Skills
Main-Idea Flowerpot..........................................................................................................40
Nonfiction Kites ................................................................................................................43
Story Ads............................................................................................................................45
Story Genre Paintings ........................................................................................................47
Cause-and-Effect Inventions ..............................................................................................49
Double-Meaning Scenes ....................................................................................................51
Past-Tense Silhouettes ........................................................................................................53
Cartoon Quotations ..........................................................................................................55
Base-Word House ..............................................................................................................57
Word-Root Trees ................................................................................................................59
Spelling
Spel
ling Skills
Skills
Illustrated Definitions ........................................................................................................61
Rough-Tough Words ..........................................................................................................63
Palindrome Pictures............................................................................................................65
Skills
ls
Handwriting Skil
Handwriting
Capital-Idea Pictures ..........................................................................................................67
Painted Quotations ............................................................................................................69
Signature Silhouettes ..........................................................................................................71
Good Signs ........................................................................................................................73
Poetry
Paper-Animal Haiku ..........................................................................................................75
Cartoon Limerick Strips ....................................................................................................77
Color-Coded Poems ..........................................................................................................79
Introduction
anguage arts skills help lay the foundation of all verbal learning.
So we teachers agree that students ability to comprehend and
communicate figures heavily in their success across the curriculum.
Engaging your language arts learners in a kinesthetic and creative way is
crucial. Thats why Joanne, an art teacher, and I, a language arts teacher,
collaborated on this book. We believe that the easy-to-do activities in this
book will help you meet this challenge. In fact, were excited by the progress
weve already seen with students of all learning styles in reading and writing
skills ranging from poetry to punctuation.
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Making art clearly benefits students on many levels. First, it gives them the
chance to learn creatively, literally having a hand in the process. Second,
artwork engages students by engaging their senses: The colors and design of a
well-devised project, the feel and even the smell of the materials, the
manipulation of these materials toward a tangible creation, and the inevitable
feedback of peers and parents all come together to reach students of all
learning styles and strengths. Finally, art making builds students confidence
and self-esteem by offering them the freedom to execute their own ideas,
decisions, and evaluationswithout the risk of being wrong. And perhaps
most important, its fun!
S KILLS H EADING This box at the top of the page lets you know what
Language Arts element the activity addresses. These include Story Elements,
Parts of Speech, Reading, Spelling, Handwriting, and Poetry.
OVERVIEW The overview lets you know what students will be creating and
what language arts skill they will be honing along the way.
M ATERIALS Materials are listed on a per-student basisthat is, just one of
each material shown unless otherwise noted. The amount of scrap paper,
crayons, markers, and other collective materials is determined by what kids
need, what is available, and your judgment.
s lifelong learners, Joanne and I are excited about this new twist in
our teaching strategies. We hope these activities will delight your
students as much as they have delighted ours. In addition to offering
vibrant and interesting art experiences, theyll help you provide students with
valuable practice in a variety of language arts skills. You need only select an
activity and watch students build their language skills as they enjoy the fun of
making art.
Story Elements
A CT I V I T Y 1
Story Cut-Aparts
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%
%
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sca
ry
mo
vie
Th
ey
lau
gh
ed
.
Th
ey
we
nt
to
see
a
ey
me
ta
ts
ch
oo
l.
Materials
Th
Students create and cut apart symbols of a story, then fill the spaces
with story details to help them analyze a favorite book.
It w
as
fun
.
Getting Started
Invite students to briefly summarize their story and to think of a shape or an
object that helps them remember the storys theme. For example, they might
choose to illustrate a peach for James and the Giant Peach, a train for The
Boxcar Children, oras shown herea heart for Secret Boyfriend. Then
explain that they will cut up the object, pull it apart, and insert the storys
main ideas within it.
What to Do
Story Elements
4
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Ask students to reread their sentences to make sure theyre clear and that
there are no spelling or grammatical errors. Once theyve done this, invite them
to use a fine-point marker to write the sentences in the cut-aparts spaces.
To complete the project, ask students to write the storys title at the top
of the page or around the outside of the shape.
% Compile students Story Cut-Aparts into a class book that can be shared
with other classes or used to demonstrate how various people can read the
same story and view it differently.
% Have students save some of their Story Cut-Aparts throughout the year in
their assessment portfolios. At the end of the year, bind them together to
make a personal book for each student.
% Use Story Cut-Aparts to make a classroom display by arranging them on
Story Elements
A CT I V I T Y 2
Materials
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Getting Started
Once students have chosen a story to focus on, discuss how story details
augment and enrich the meaning of the story. Explain that the details often
give important clues to what will happen next or to how the story will end.
Ask students to write a brief summary of the selection, listing important
details of the story.
What to Do
1
2
Ask students to fold the construction paper in half like a greeting card.
Story Elements
4
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
On the back of the card, ask students to write the story title, author,
and a brief, detail-rich summaryincluding how the story ends.
friends. Were they able to answer the questions and predict the storys
ending?
% Display Story Detail Viewfinders in the hallway, cafeteria, or auditorium
to encourage other students to read the story and look for details.
10
Story Elements
A CT I V I T Y 3
Setting/Character
Picture Frames
Students create picture frames that focus on character and setting
and provide you with a fresh and colorful way to assess their story
comprehension.
Materials
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Advance Preparation
If you dont have 11-by-17-inch drawing paper on hand, precut larger sheets
to those dimensions.
Getting Started
After reading a story or book in class, invite students to brainstorm a list of
setting details and characters. In Charlottes Web, for example, setting details
would include fields, barn, and pigpen. Then ask students to list characters
by name (proper noun) and by common nounfor example, Jeffrey Goose.
For each common noun, ask students to supply an adjective (from story details
or clues) that describes the character, such as nice spider or wandering rat.
11
Story Elements
What to Do
Invite students to draw the story setting inside the frame using pastels.
Encourage them to include as many setting details as possible.
Give students another sheet of drawing paper, and ask them to draw the
characters of the story in crayon or paint. Then ask students to cut out the
characters and glue them to the appropriate places on the setting.
When students have completed the setting and character picture, they
can glue it to the dark construction paper, placing the corners of the picture
on the pencil marks they made in step 1.
12
Story Elements
A CT I V I T Y 4
Setting/Character Dioramas
Students create 3-D environments and their inhabitants to actively learn
about the essential story elements of setting, plot, and character.
Materials
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pencil
drawing paper
scissors
Advance Preparation
Ask each student to bring a shoe box or small box of comparable size from
home. Gather a few extras in case some students cant supply their own.
Getting Started
After reading a story or book in class, ask students to list its characters and
setting details. The Secret Garden, for example, should include plants and
grass, along with the children who take refuge there. Explain to students that
they will be constructing a small scene from the selection that includes the
things they have read about in the story.
What to Do
13
Story Elements
On drawing paper, students can draw, color, and cut out small figures to
represent the different characters. When cutting the characters out, students
should leave about a 1/4-inch margin of paper at the bottom of each figure.
Invite students to create and cut out other items that represent details
in the setting. To monitor comprehension, check that everything students add
comes from the story.
view, such as the first moon landing. Students can work in pairs to create
two scenes that illustrate the effects of the event. Staple the dioramas
together to highlight the impact, and display it for other classes to view.
% Divide the class into small groups and invite each group to create three
dioramas that illustrate the beginning, middle, and end of a book. Each
group might work on a different book. When these three-part tableaux are
completed, a volunteer from each group can present the display to the class.
14
Story Elements
A CT I V I T Y 5
Prediction Cards
Prediction Cards combine the fun of guessing with the joy of making
art. Students use details from the beginning of a story to encourage
classmates to predict what will happen and to inspire them to read
the story themselves. The activity helps to emphasize the importance
of prediction as a reading strategy.
Materials
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Getting Started
Select two stories that offer surprise (or at least interesting) endings. Then
divide the class in half and assign one story to each group. Ask students to
read and summarize their story. Once students are ready to summarize,
remind them that it helps to divide the story into a beginning, a middle, and
an end, listing important events that occur in each part. Ask them to do this
quietly so they dont give away the ending.
What to Do
15
Story Elements
4
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Ask students to write a sentence or paragraph about how the story ends
on the back of the card.
Try this activity with smaller groups and several different stories, assigning a
different book to each group. You can also use Prediction Cards to have
students illustrate and predict an event in history or to show a cause-andeffect relationship in science.
% Share Prediction Cards with another class that is about to read the same
story. Remind them that they should view only the front of the card
before reading. They can read the rest of the card when they finish the
storyand check to see how their predictions turned out!
% Display Prediction Cards in the hallway or in another communal area to
16
Parts of Speech
A CT I V I T Y 6
Acting-Verb Cartoons
Materials
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drawing paper
pencil
crayons or markers
dictionary
Advance Preparation
You might want to practice animating some action verbs so you can model
the activity more effectively for your students. Simply take a verb like bounce,
for example, and bring the letters to life by pasting them to the page as if they
were actually bouncing.
Getting Started
Review the main parts of speech with students, focusing on action verbs.
Have students work as a class to brainstorm a list of action verbs and write
them on the chalkboard. Make sure dictionaries are available for students to
check their words. After they have developed a list of 2030 action verbs,
divide the class into small groups or pairs.
17
Parts of Speech
What to Do
Share your Acting-Verb Cartoon with the class, and then work with
your students to create another cartoon on the chalkboard. For example:
The letters in the word run have legs and look as if they are running.
The p in slip seems to be slipping down away from the other letters.
The e in dive looks like its diving into the water.
Ask the members of each group or pair to work together to create a few
Acting-Verb Cartoons of their own.
After students have sketched each verb cartoon in pencil, invite them to
use crayons or markers to add color and width to the letters.
% Use Acting-Verb Cartoons to make a great display for the wall of the gym.
% Encourage students to combine their Acting-Verb Cartoons to form a
class book.
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Parts of Speech
A CT I V I T Y 7
Pictonoun Paragraphs
Materials
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Advance Preparation
% Give each student two or three index cards folded in half.
% Write a short paragraph with the class on a large sheet of chart paper. Be
students identify.
% Divide the class into groups of four, and assign a noun or two to each
correct places so students can see how its done. Then read the story
aloud, flipping up the pictonouns as you go.
19
Parts of Speech
Getting Started
Work with the class to brainstorm a list of 1520 nouns. Take the
opportunity to build vocabulary by introducing new words for students to
familiarize themselves with. Remember that the nouns you choose should be
fairly easy to illustrate. When your list is complete, ask students to sketch
some of the nouns on notebook or scrap paper.
What to Do
1
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
20
Parts of Speech
Now show students how to cut the index card into 9 equal parts. After
cutting, they can fold each part in half. Explain that they should print each
noun on the outside of each card and illustrate it on the inside.
your class or school. Have the audience read the story and then write
definitions of the pictonouns, based on the illustrations and their context.
21
Parts of Speech
A CT I V I T Y 8
Students make cutout hands and paper chains to learn about helping
verbs and linking verbs. The hands and links provide visual metaphors
for the functions of these essential parts of speech.
Materials
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Advance Preparation
Precut the red construction paper into 2-by-9-inch strips, one per student.
Getting Started
Review verbs, discussing how most verbsaction
verbsshow action. Model some sample sentences
that use action verbs. Then explain that helping
verbs and linking verbs do not show action. You
might point out that helping verbs work together
with action verbs or main verbs. Examples include
had run, does play, and may leave. For
linking verbs, you might explain that they link a
subject with a noun, pronoun, or adjective, as in
the following sentences: The answer is seven.
The winner could be me. The pizza tasted
funny. Work with students to create lists of
helping verbs and linking verbs.
22
Parts of Speech
What to Do
2
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Now work with the class on the list of linking verbs (am, is, are, and
were, along with others, such as seem, taste, appear, and remain. Have
students print each of these linking verbs in the center of a red strip of
construction paper.
Enhance this activity by inviting students to draw the torso and arms of a boy
or girl. Then ask them to cut out the figures and color them with markers or
crayons. When the figures are constructed, invite students to write main or
action verbs on the torso.
23
Parts of Speech
A CT I V I T Y 9
Adjective Pictures
Materials
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Advance Preparation
Find a few books that feature monsters and castles.
Getting Started
% Invite children to brainstorm a list of adjectives.
% Share the books you selected, and enjoy childrens fascination with the
What to Do
24
Parts of Speech
In the top margin, ask students to copy this sentence (leaving ample
space for each missing word):
Beware of this creature with a __________ head, __________body,
__________tail, and __________ feet.
For a fun math connection, help students graph the frequency of adjectives
used in the classs sentences. Work with your students to draw a bar graph
that shows adjectives on the horizontal axis and the number of times they
were used on the vertical axis.
take turns at the center, with each person in the group reading their
adjective picture sentences to the rest of the group. You might also want
to encourage students to supply adjectives for a third sentence:
The _________ creatures in the nearby town wear __________ clothes.
% Display students work next to the class bar graph of frequently used
adjectives.
25
Parts of Speech
ACTIVITY 10
Conjunction Junction
Students manipulate sentences written on paper strips to see how
a conjunction can make an interesting sentence out of two less
interesting ones.
Materials
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notebook paper
1 x 9 strips of light-colored construction paper
(about 10 per student)
9 x 18 construction paper in a variety of colors
(1 sheet per student)
pencil
fine-point marker
colored-dot stickers (56 per student)
glue
scissors
Advance Preparation
Precut the construction paper to the dimensions shown in the Materials list.
Getting Started
Discuss combining sentences with students and how this skill makes sentences
and paragraphs more interesting to read. Give students a few examples, using
conjunctions and the proper punctuation. Ask students to help you list
commonly used conjunctions, and then write them on the chalkboard. When
the list is done, work with the class to select a writing topic such as My
Favorite Animal or My Favorite Sport.
What to Do
Ask students to write six or eight (the number should be even) short
sentences about the topic on a sheet of notebook paper. After students have
checked their spelling, ask them to use pencils to copy each sentence onto a
construction paper strip.
26
Parts of Speech
Invite students to manipulate the strips to see which sentence pairs are
most related. Explain that these pairs will combine to make the best compound
sentences. Also remind them to consider which conjunction will work best.
3
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Use this activity to have students describe the steps in a procedure, a recipe
(for a snack that you might make in class), or a science experiment.
27
Parts of Speech
A CT I V I T Y 11
Impressive
Possessive Portraits
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Materials
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Advance Preparation
% Ask each student to bring two plastic-foam trays from home, reminding
section.
% Ask students to start thinking about someone they admire and would like
28
Parts of Speech
Getting Started
Review possessives with students, and then guide them in brainstorming a list
of singular and plural cases. You might want to begin by having them write
about things that belong to them. When they finish a brief list, ask them to
express the terms in generic possessivesfor example boys game or girls
bike. Once students have a firm understanding of possessives, ask them to
share the name of the person they most admire.
What to Do
Help students trim the curved edges of the plastic-foam tray so that a
flat section remains. Then ask them to lightly sketch a simple picture of the
person they chose. When they are satisfied with their sketch, ask students to
retrace it, pressing firmly to leave a deep imprint.
Using tempera (in a color that contrasts with white), show students how
to ink the brayer and roll it evenly over the imprinted image. Then ask students
to invert the plastic foam and lightly press it to the 4-by-6-inch paper, being
careful not to slide it, so they make a clear impression on the paper.
Ask students to carefully remove the paper from the plastic foam,
pulling gently from one corner. Some students may need more than
one try to make a print that they are pleased with. Once they have, ask
them to repeat the process to create two more prints.
As students wait for their prints to dry, have them look through
the magazines and photos to find and clip images of objects that might
belong to the person they admire.
When their prints dry, instruct students to cut around one of the
portraits and glue it to the 9-by-12-inch construction paper. Ask students to
print the singular possessive of their heros name above the picture.
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Parts of Speech
Ask students to trim around their second and third prints. Invite them
to glue their prints to the 12-by-18-inch paper. This time, ask students to
write the plural possessive of their heros name below their prints. In the
example shown here, three students decided to work together to create their
plural possessive portrait since they had all done images of their grandmothers.
Encourage students to
paste or draw additional
pictures around these plural
possessive portraits. After
discussing the different
pictures, wrap up by
reviewing the difference
between singular and plural
possessives.
when students embellish the prints with sentences that use the singular
and plural possessive forms (for instance, A rhinos hide is thick and
strong or Tigers stripes hide them from prey).
30
Parts of Speech
A CT I V I T Y 12
Preposition Scenes
Materials
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Advance Preparation
% Ask students to bring a shoe box or other small box from home.
% Before starting, you may want to make and model a Preposition Scene.
Using construction paper and markers, create a scene with grass, bushes,
the sky, a tree, a creek, a small bridge, and a doghouse. Add a clay animal,
like a dog, to move about the scene. (See What to Do on page 32 and the
photo of the completed activity above.)
% Demonstrate prepositions by manipulating the dog inside the doghouse,
around the tree, through the bushes, and so on. Write the actions on the
chalkboard, underlining the prepositional phrases.
31
Parts of Speech
Getting Started
After discussing this part of speech, ask the class to brainstorm a list of
prepositions and prepositional phrases. Point out that prepositions get us
where we need to goon the bus, down the street, back to school.
What to Do
Divide the class into pairs and ask partners to decide on an animal or
character to create. Explain that they should mold the animal from clay.
32
Parts of Speech
% Invite students to share their scenes and paragraphs with the rest of the
the scene. Guide one member to shoot with the video camera while
another manipulates the figure. The third member of the group reads the
descriptive paragraph as voice-over narration.
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Parts of Speech
A CT I V I T Y 13
Homophone Cubes
Students construct Homophone Cubes to focus on the different
spellings and definitions of these tricky words.
Materials
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Getting Started
Review homophones with students, writing down a
few examples on the chalkboard. Then divide the class
into small groups to brainstorm lists of homophones.
Have groups share their lists.
34
Parts of Speech
What to Do
2
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Students might also enjoy making homophone wheels. Ask students to cut two
same-sized circles from a sheet of construction paper. On one of the circles, cut
out a window shaped like a pie slice. On the second circle, ask students to
draw lines that divide the circle into sections the same size as the window on
the first circle. Invite students to write a pair of homophones in each of these
sections. Then have them attach these two circles with a brass fastener so that
the circle with the window is on top. Students can share their homophone
wheels and refer to them again and again to help build their vocabulary.
35
Parts of Speech
A CT I V I T Y 14
Animated Adverbs
Students create animated line drawings to illustrate adverbs.
Materials
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Getting Started
You might want to show the class examples of Wassily Kandinskys artwork,
which is often characterized by flowing abstract shapes, kinetic lines, and
bursts of expressive color. Choose some of the simpler lines, patterns, and
shapes, and draw them on the chalkboard. Explain that this is the kind of art
they will be making.
What to Do
36
Parts of Speech
Encourage them to use the action of the lines to inspire adverb choices.
For example, a zigzag line might remind a student of the adverb energetically; a
gently swirling line might remind a student of the adverb lazily.
Ask students to write a short story or paragraph that uses plenty of adverbs.
Then invite them to repeat the painting activity, this time spacing the shapes
to accommodate the sentences and designing the lines to illustrate their
adverbs. When the paintings are dry, invite students to add the sentences
from their paragraph or story. Again, ask them to accentuate the adverbs.
with a writing sample to see if the activity increased their use of adverbs
and descriptive language.
37
Parts of Speech
A CT I V I T Y 15
Antonym &
Synonym Puzzle
Pieces
Students make colorful puzzle pieces to help them visualize
antonyms and synonyms.
Materials
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Getting Started
Together with the class, brainstorm pairs of antonyms and synonyms and list
them on the chalkboard in two columns headed Antonyms and
Synonyms. Be sure to introduce some new words that relate (as synonyms
or antonyms) to words that students already know. For instance, in response
to the synonyms big/huge, you might introduce massive. As you do, write
huge/massive on the chalkboard, as it is helpful for students to see a new word
paired with a familiar one.
38
Parts of Speech
What to Do
Instruct students to cut each sheet of colored construction paper into 4by-8-inch rectangles. (The 9-by-12-inch paper will yield three rectangles per
sheet.) If necessary, guide them in using rulers and pencils to do this.
Ask students to repeat this process with the pairs of rectangles that are the
same color. When they finish, invite them to label the pairs with synonyms.
When their antonym and synonym pieces are labeled, invite students to
select their three favorite pairs and glue them to the construction paper. Then
ask that everyone put her or his remaining puzzle pieces into a box, where
they can be mixed up for a game of Match the Antonyms and Synonyms.
Invite pairs of students to trade antonym and synonym pieces and to write
sentences that use the synonyms and antonyms they receive from each other.
% Display the mounted antonym and synonym pieces around the classroom
39
Reading Skills
A CT I V I T Y 16
Main-Idea
Flowerpot
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Materials
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Advance Preparation
Precut the construction paper to the
dimensions shown in the Materials
list. Optional: If you have adequate
computer capabilities, you might want
to guide students in producing the
main idea and details electronically.
They could then cut and paste the
printout text on their Main-Idea
Flowerpots. This approach not only
provides computer practice but also
fits nicely into the collage.
40
Caterpillars hatch.
Reading Skills
Getting Started
Review finding the main idea and identifying the important details of a
paragraph. Model this process with the class. Then divide the class into small
groups and assign them another paragraph for cooperative reading and
summation. Ask students to agree on the main idea as well as three or four
supporting details. Remind them to highlight or jot down the information
they learn in their cooperative groups.
What to Do
Ask students to write the main idea on the flowerpot in black marker.
They may want to use a pencil and ruler to lightly draw handwriting lines.
Ask students to design and cut flowers from the construction paper
scraps and glue a flower to the top of each stem.
41
Reading Skills
flowerpot and stems. Some examples include main-idea hands (with the
palm for the main idea and the fingers for details) and main-idea trees.
assessment portfolio.
% Create a beautiful school garden by displaying Main-Idea Flowerpots on
42
Reading Skills
A CT I V I T Y 17
Nonfiction Kites
Materials
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Getting Started
% Help students select a challenging lesson from one of their nonfiction
texts. Ask them to read one or two pages and hold up a finger for every
main idea or related detail they read. This will help students recognize the
number of details represented. Explain that locating and visualizing
details helps readers understand and remember what they read.
% Then guide students in highlighting the important information in the text.
% Now select a different text page and photocopy it for this activity.
43
Reading Skills
What to Do
Divide the class into groups of three or four, and ask students to read
through the selected text to find the main topic and highlight the important
details. Then ask students to return to their seats to work individually.
2
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Help students punch holes in the bottom of the main-topic kite and the
top center of each index card. Now ask students to use the blank side of the
index cards to draw a picture of each of the supporting details. Explain that
they should use a separate index card for each detail. On the ruled side of each
index card, ask students to summarize the illustrated detail in a few words.
informational reports.
% Text-driven kites are a great way to reinforce difficult grammar lessons.
The kite might show a sentence (in color), for example, while the detail
cards isolate and identify its parts of speech.
44
Reading Skills
A CT I V I T Y 18
Story Ads
Materials
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%
assorted magazines
scrap paper or notebook paper
8 1/2 x 11 white paper
ruler
pencil
construction paper scraps in a variety of colors
scissors
glue
crayons
markers
Getting Started
% Divide the class in half and assign a different story to each half.
% Before they begin reading, discuss the importance of seeking out the main
they will use them to create an advertisement that aims to entice other
students to read the story.
What to Do
After students from both halves of the class finish reading, ask them to
consider their notes and review the main idea and outstanding details of their
assigned story.
45
Reading Skills
When students are satisfied that they have grasped the main idea and
essential details, ask them to study the magazines to compare a variety of
advertisements.
Divide each half into groups of three or four, and ask groups to
brainstorm ways to use print, drawings, color, and space to create intriguing
advertisements of their own. Urge students to design their ad on notebook or
scrap paper.
Explain that students should hold the 8 1/2-by-11inch paper vertically. Then encourage them to use the ruler
to draw lines for various lettering sizes. Invite them to cut
letters from the construction paper scraps to display the
title of the story and to use markers for the key phrases or
ideas.
Pair students who have worked on different stories, and ask them to
exchange ads. Encourage discussion on the effectiveness of the Story Ads.
Remember to point out that story elements like character, setting, and plot
are important things to note in assessing the ads success.
If your school has computers, you might want to bring technology into the
Story Ad activity. A word processing program will enhance the ads by
providing an array of text fonts and sizes. Story Ads would also benefit from a
multimedia program like Power Point. You could extend this comprehension
activity by videotaping students presentations.
% Post Story Ads in the library to encourage students from other classes to
46
Reading Skills
A CT I V I T Y 19
Materials
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%
Advance Preparation
Compile examples of still life paintings from a variety of art schools, both
realistic and unrealistic. Cubism will probably strike students as the most
obviously unrealistic work that still has a discernible image. Artists to keep
your eye out for include Bruegel, Rubens, and Rembrandt (realism); Courbet,
Cezanne, and Matisse (impressionism and fauvism); Picasso, Braque, and Gris
(cubism); and Dali (surrealism).
Getting Started
Discuss the differences between the realistic and the fantastic in fiction,
movies, and television. Cite various stories the class has read, and ask students
to classify each as an example of realism, fantasy, or a combination of both.
Explain to children that comparing a storys setting, characters, and events
with their own experiences is a good way to determine if it is realistic or
fantastic. Then pick a couple of brief stories or excerpts that exemplify these
two genres, and ask students to read them aloud and discuss them in class.
47
Reading Skills
What to Do
3
4
Together with students, isolate and review images from the realistic
selection they read in class.
Ask students to fold the second sheet of construction paper (as in step 1),
and invite them to use pencil, paper, and watercolors to paint one of the
realistic images discussed in step 3.
Now review and discuss the fantasy selection read in class. Discuss what
makes this story a fantasy, and ask students to help you single out the
elements and images that are not like real life.
On the right side of the paper, invite students to depict one or more
images from the fantastic story as unrealistically as theyd like. Encourage
them to use as many materials as they need. When they finish, ask students to
use a marker to title each side of their artwork.
want to ask students to include a brief written explanation along with the
display.
48
Reading Skills
A CT I V I T Y 20
Cause-and-Effect
Inventions
Students create inventions to extend their understanding
of the concept of cause and effect.
Materials
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%
scratch paper
pencil
1 sheet of 8 1/2 x 11 white paper
ruler
fine-point marker
Getting Started
% Begin with a discussion of cause and effect, citing examples from stories
49
Reading Skills
What to Do
Once they have finished developing their design, invite students to use
a pencil to draw the vehicle on the white paper, tracing over their drawing in
fine-point marker for boldness and contrast.
On the back of the paper, ask students to name and write about
their invention, explaining how it works and what effects it will have on
peoples lives.
room or area.
% Invite students to combine their Cause-and-Effect Inventions with a story
50
Reading Skills
A CT I V I T Y 21
Double-Meaning Scenes
Materials
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%
1 x 6 paper strip
fine-point marker
pencil
ruler
construction paper scraps
in a variety of colors
scissors
glue
1 sheet of 12 x 18 white or light colored
construction paper
Advance Preparation
Although you can instruct students to cut the 1-by-6-inch paper strips, you
might want to precut them to save time.
Getting Started
Invite students to help you brainstorm a list of words that have more than
one meaning (like park, bat, mouse, light, pop, cool, and hail). Then let
everyone take a turn making up a sentence that uses both meanings of the
same wordfor instance, Park the car in the park. List students favorites
on the chalkboard, keeping in mind that the sentences should describe an
image that students can illustrate.
51
Reading Skills
What to Do
2
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Have students use a pencil, a ruler, and the construction paper scraps to
design the objects, details, and scene described in the sentence. Then let
students cut out their scene elements.
When they finish, ask students to slide the sentence strip out from the
picture, read the sentence, and identify the different meanings of the word.
sentences with each other. Once they are familiar with the definitions,
encourage students to add these words to their personal dictionaries.
52
Reading Skills
A CT I V I T Y 22
Past-Tense Silhouettes
Materials
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%
Getting Started
% Collect pictures (preferably headshots) of people from various historical
present and past tenses. You might write some sentences on the
chalkboard and ask students to help you change them from the present to
the past and vice versa. Be sure to use some sentences that feature
irregular verbs.
% Move from a discussion of the past tense to a discussion of historical
periods. Ask students which of the people from the pictured periods
interest them and why.
53
Reading Skills
What to Do
Invite students to select one of the historical periods you shared in the
Getting Started section. Then have them add facial features, hairstyle and
head wear of the period to their own silhouettes.
Divide the class into groups of four, and ask them to collaborate on
predicting what daily life was like during the historical period that each group
member has chosen. Then, with the self-portrait paragraph as a guide,
encourage students to use the past tense to write about what their lives might
have been like at that time.
54
Reading Skills
A CT I V I T Y 23
Cartoon Quotations
Materials
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%
Advance Preparation
Clip and collect several appropriate comic strips from newspapers. Then
photocopy them so that you can distribute one copy of each to your students.
Getting Started
Share the comic strips with students, and discuss what they have in common.
Ask students to pay attention to what characters say to each other and which
words are included in the speech balloons. Then explain that dialogue is
presented differently in prose writing. Using character names and dialogue
from the cartoons, model some examples on the chalkboard. Be sure to
include action and description. Point out that dialogue must be enclosed in
quotation marks and that it is followed by punctuation.
What to Do
Ask students to fold the drawing paper into three horizontal panels.
55
Reading Skills
3
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Ask students to cut off any unused frames from the paper. These can be
saved for another cartoon.
Encourage students to share their cartoons and stories with each other.
stories on the back or facing page, and send it home to parents as part of
a class newspaper.
56
Reading Skills
A CT I V I T Y 24
Base-Word House
Materials
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%
Advance Preparation
On 8 1/2 x 11 paper positioned
horizontally, draw a simple crosssection of a two-story house that
includes a basement and an attic. Draw
the house toward the left side of the
paper. Indicate the ground by making a
line at the bottom of the main floor on
both sides of the house. On the right
side, this line will serve as a place to write a word. (You may want to
photocopy the drawing to distribute to students.)
Getting Started
Review word parts (prefix, base, suffix) with students. You might want to
draw a four-column chart on the chalkboard with the headings Word,
Prefix, Base, and Suffix. Then list words in the left column, breaking
them into their parts in the following three columns. Explain to students that
words dont always have prefixes and suffixes and provide them with some
examples.
57
Reading Skills
What to Do
After sharing the house diagram with students, ask them to use a ruler
and a pencil to draw several of their own. Refer to the lower level of the
house (that is, the ground floor) as the base floor. once theyve drawn the
houses correctly they may go over the pencil lines in ink.
Have students choose a word from the chart and print (in pencil) the
prefix of the word in the top floor, the base in the base level (or ground
floor), and the suffix in the basement. On the ground line to the right of the
house, students can write the complete word.
3
4
Now ask students to make up a sentence that uses the word, and
instruct them to write the sentence across the top of the paper.
Apply the diagram for Base-Word Houses to the study of verb tenses,
particularly those of irregular verbs. On the ground line, ask students to write
the infinitive of the verb. Then instruct them to use the basement for the past
tense, the ground floor for the present, and the second floor for the future. In
the attic, students can draw a picture that expresses the action of the verb.
Across the top of the paper, they can write a sentence that uses the verb.
% Students can compile their Base-Word Houses in a book that has a table of
contents listing all the words. Encourage them to continue adding pages to
the book throughout the year, which will help them to break down longer
and more difficult words. Base-word books are great to share with classmates.
58
Reading Skills
ACTIVITY 25
Word-Root Trees
Students discover just how useful word roots can be when trying to
determine the meaning of new words they encounter.
Materials
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%
Advance Preparation
Try to come up with a word root and four to six related words for
each student in your class.
Getting Started
Discuss word roots with students, along with some information on
word origins. Point out that many words have the same root.
(Examples include advent, adventurer, invent, and prevent, which all
derive from the root vent.) Explain that once you learn the meaning
of the root (and of some prefixes and suffixes), it is possible to
determine the meanings of many other related words. Work with
students to complete a chart of roots and their related words.
59
Reading Skills
What to Do
2
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
From the brainstormed list, assign each student a different word root to
illustrate. Have students write their word root in the root area of the tree
using a specific color marker.
Ask students to write a word that uses the root in each of the branches.
For emphasis, have students write the root in the same color as below, and
write the rest of the word in a contrasting color.
Forest of Words.
% Compile an ongoing Classroots book by keeping a three-ring binder of
60
Spelling Skills
A CT I V I T Y 26
Illustrated Definitions
Materials
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illustrated dictionary
8 1/2 x 11 white paper
(36 sheets per student)
notebook paper
pencil
crayons or colored pencils
stapler
Advance Preparation
Compile a list of about 20 spelling words, half of which should be nouns or
words that readily lend themselves to illustration.
Getting Started
Using an illustrated dictionary or glossary, discuss with students the various
parts of an entry (bold-faced word, pronunciation in brackets or parentheses,
abbreviation for part of speech, and definition). Point out the illustrations to
students, and explain that the pictures usually illustrate nouns. Review that a
noun is a person, place, thing, or idea. Then write the 20-word spelling list
on the chalkboard, and invite students to become dictionary illustrators.
What to Do
Ask students to study the spelling list and choose the words that would
be easiest to illustrate.
61
Spelling Skills
Instruct students to fold a few sheets of the paper into quarters. When
they unfold them, explain that they should hold their paper horizontally.
Have students staple both parts of the assignment together before they
turn it in.
Students can extend their illustrated words into illustrated sentences that they
write across the bottom of a 9-by-12-inch sheet of drawing paper. In a frame
around the sides and top of the paper, ask students to print the spelling words
over and over. Then invite them to use the rest of the space to illustrate the
sentence.
62
Spelling Skills
A CT I V I T Y 27
Rough-Tough Words
Rough-Tough Words give students a hand in rating the spelling
difficulty of the words they encounter every day. Students rank words
as green (easy), yellow (causing some hesitation), and red (roughtough) and then write the red words on paper placed over sandpaper.
The resulting textural effect creates an appropriate image of the
wordand sticks in students memory.
Materials
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red crayons
stapler
Note: sandpaper sheets (and newsprint) of comparable dimension
will work just as well.
Advance Preparation
Precut the newsprint to the dimension of the sandpaper.
Getting Started
After making a spelling list, discuss with students the relative spelling
difficulty of various words. Explain that they can use the word green to refer
to words that are easy to spell because they possess a direct sound-letter
correlation. They can use yellow to rate words that make them slow down and
think of a spelling rule or recall a nonphonetic letter group. Red is for roughtough words, the ones students find really hard to spell. Invite each student to
select six to eight red words that he or she finds particularly challenging.
63
Spelling Skills
What to Do
For each red word, students can place a sheet of newsprint on top of
the sandpaper and write the word in red crayon, sounding the word out as
they spell it.
Ask each student to repeat this procedure for each tough word that he
or she encounters.
3
4
If youd like, you can give a spelling test and see how accurately the
Rough-Tough Words are spelled.
Invite students to create a traffic light spelling list. Have them draw a traffic
light and write red, yellow, and green words in the appropriate circles.
64
Spelling Skills
A CT I V I T Y 2 8
Palindrome Pictures
Materials
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Getting Started
% Lead students in a discovery and discussion of palindromes by writing
one on the chalkboard and asking what is special about the word.
% Begin a palindrome list (mom, dad, kook, level, Anna, Hannah, radar, and
race car), and see if students can add to it. You might post the collection
of palindromes, allowing a few days for students to find more.
% When the list is done, draw a few simple symmetrical pictures (a heart, a
What to Do
Instruct students to hold their papers horizontally and then fold them
in half vertically.
65
Spelling Skills
them with parents. Ask them to see if their parents can help them come
up with more palindromes.
% Share palindromic phrases with students, and encourage them to make
Palindrome Pictures that illustrate the phrases. Here are a few to start
with: Madam, Im Adam, Sit on a potato pan, Otis, and Poor Dan is
in a droop.
66
Handwriting Skills
A CT I V I T Y 29
Capital-Idea Pictures
Materials
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%
1 sheet of 9 x 12 white
or light-colored construction paper
ruler
pencil
fine-point black marker
crayons or markers
Getting Started
% Display cursive formation of capitals, discussing techniques for making
students can focus on to compare their own writing with the standard form.
% Have students write the 26 capitals and assist each student in assessing the
letters he or she should work on. Then form practice groups of four or five,
and invite students to follow up that work with guided practice at the
chalkboard.
What to Do
Ask students to use the ruler and the pencil to make a 1-inch frame on
the construction paper.
67
Handwriting Skills
Have students use their pencil and ruler again to lightly trace
handwriting lines for writing one large letter, about an inch from the top and
bottom frame lines.
Ask students to trace the correctly formed capital letter several times to
make it look bold and thick enough to carry off its height.
for each letter of the alphabet and post them above or below the
classroom alphabet.
68
Handwriting Skills
A CT I V I T Y 3 0
Painted Quotations
Materials
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notebook paper
pencil
4 1-gallon containers of water (total for whole class)
8-ounce plastic or plastic-foam cups
watercolors and paintbrushes
1 sheet of 9 x 12 white construction paper
pen or fine-point black marker
Advance Preparation
Find some examples of impressionist painting such as the work of Monet,
Renoir, or Manet. Then compile a collection of about 10 to 12 simple
quotations and proverbs and write them on the chalkboard.
Getting Started
% Share the impressionistic prints with students, pointing out that the
shapes and forms are not painted with sharp edges or precise lines.
% Then share the various quotations and proverbs, and invite students to
explain what the sayings mean. After discussing the sayings, write a few
on the board in cursive.
What to Do
69
Handwriting Skills
4
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
70
Handwriting Skills
A CT I V I T Y 31
Signature Silhouettes
Materials
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%
masking tape
1 sheet of 12 x 18 white construction paper
lamp or overhead projector
pencil
fine-point black marker
Optional: crayons or markers
Advance Preparation
You may want to make silhouettes of student profiles in advance to allow
more time for students to practice their handwriting and fill their Signature
Silhouettes.
Getting Started
Discuss with students the importance of their signature and how writing ones
name well is something to take pride in. Go on to discuss positive character
traits, and comment on all your students admirable characteristics.
Encourage them to acknowledge good qualities in their fellow students.
Finally, offer instruction and encourage practice in the cursive writing of
student signatures.
71
Handwriting Skills
What to Do
2
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
The background can remain blank, or you can invite students to fill it
with various colors or illustrations of their interests or hobbies.
members.
72
Handwriting Skills
A CT I V I T Y 32
Good Signs
Materials
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notebook paper
pencil
1 sheet of 12 x 18 construction paper
ruler
markers or crayons
Advance Preparation
Collect examples of student-made signs from around the school. If none are
available, collect flyers or take pictures of signs that are displayed in the
community.
Getting Started
Use the collected signs to start a discussion on what makes a sign effective.
Then divide the class into small groups, and ask them to discuss which signs
had the greatest impact on them. Students can work as a class to explore the
common elements of those signs and list them on the chalkboard. Explain
that these skills (prioritizing information, using catchy language, having an
attractive presentation) can be applied to the sign theyre about to make.
73
Handwriting Skills
What to Do
making abilities, letting the school staff know that they are available to
make signs for various events.
% Have a sign-making contest, and allow the entire student body to vote on
74
Poetry
A CT I V I T Y 3 3
Paper-Animal Haiku
Students compose Paper-Animal Haikus to develop their descriptive
writing and creative expression.
This is m
y monke
y.
It thinks
its really
funny,
But its r
eally not
.
Materials
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%
Advance Preparation
Construct a paper animal from a small cardboard tube and construction paper
(see What to Do below) to share with your students. You might also want to
precut most of the paper-towel tubes to the length of a bathroom tissue-tube.
(Leave a few long ones to accommodate the occasional dachshund or centipede.)
Getting Started
Share your paper animal with students and then embark on a discussion of
poetry as a means of expressing things in a succinct and intense way.
Demonstrate a haiku on the chalkboard, perhaps one about the animal you
shared. Point out the three-line form and five-seven-five syllable pattern of
haiku. Finally, remind students that when they write their haiku, they can
express any feelings that they or their animal might have.
What to Do
Invite students to think of an animal they would like to make and write
about. Encourage students to refer to the wildlife books if they need to look
at a picture to get started.
75
Poetry
3
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
Invite students to add details (facial features and markings, like stripes
or spots) in contrasting colors of construction paper scraps.
Divide the class in half, and invite each of the students in one half to write a
haiku from the point of view of an animalwithout using the name of the
animal. (For instance, I am black and white/I can eat tons of bamboo/I look
cuddly too.) Encourage the other half of the class to guess the animal. Then
have the two groups exchange roles.
% Work with the whole class to make a haiku zoo. Use a large section of
76
Poetry
A CT I V I T Y 34
Students use their imaginations and the magic of poetrys rhythm and
rhyme to create humorous limerick cartoon strips.
Materials
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%
36 strip of adding
machine tape
pencil
fine-point marker
colored pencils or crayons
1 sheet of 9 x 12 black
or dark-colored construction paper
Exacto knife
ruler
Advance Preparation
Compile a collection of about five or six limericks and photocopy
them for your students. Then, using an Exacto knife, preslice one
sheet of construction paper per student. To do this, position the
paper horizontally and use a straightedge as a guide to make a
vertical slit starting 3 inches from the top left edge of the paper.
Make an equivalent slit on the right side.
Getting Started
Divide the class into small groups and ask them to read the limericks, paying
attention to their meter and rhyme scheme. Encourage students to share their
discoveries with the class. After they become familiar with the form, you
might want to write a class limerick together. Start by writing the first line on
the chalkboard (for instance, A young girl who came from the east), and
then ask students to contribute ideas for the rest. When creating their own
limericks, students can work alone or in pairs.
77
Poetry
What to Do
When they are done composing their limericks, ask students to write
them in pencil along the lower edge of their adding machine tape.
2
LanguageARTS Hudson & Ivins, Scholastic Teaching Resources
When they finish their cartoon limerick strips, invite students to thread
the strip through the pre-slit construction paper, revealing one line at a time.
Ask students to write the title of their limerick at the top of the paper
along with their name.
For a curricular link between language arts and social studies, encourage
students to write limericks that describe historical figures and events. Or
make a bridge to science by challenging students to write limericks about
inventors and their discoveries.
% Ask students to rewrite their limericks in standard form (that is, in five
stacked lines) in their very best handwriting. Then bind the poems into a
class limerick book for students to read again and again.
% Include a limerick from the Cartoon Limerick Strips in a weekly class
newsletter.
78
Poetry
A CT I V I T Y 35
Color-Coded Poems
Materials
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%
%
%
%
notebook paper
pencil
1 sheet of 9 x 12 white
or light-colored construction paper
highlighters in various colors
crayons or markers in various colors
Advance Preparation
Collect examples of brief poems (or poem stanzas) with simple meter and
rhyme scheme. Then photocopy and distribute them to the class.
Getting Started
Discuss the different poems with students. Lead them in an observation of the
rhyme scheme and meter of each. Point out where the beats are by vocally
stressing certain syllables, and explain that this syllable pattern helps give a poem
its rhythm. Then focus on which lines rhyme, reminding students that these
poems were planned by the poets to fit this pattern. Finally, invite students to
choose a poem that has a pattern theyd like to use in a poem of their own.
What to Do
Ask students to count the number of syllables in each line of the poem
and illustrate this pattern by writing a blank line for each syllable on a sheet
of paper. Explain that each line of the poem should be represented by a
corresponding line of blanks.
79
Poetry
Ask students to use pencil to copy their poem neatly onto the
construction paper. When they approve of its layout, invite them to retrace
the words in marker and highlight the rhymes. Then encourage them to
illustrate their poem.
They can start by copying the poem they wrote for this activity.
Encourage them to save the book and continue to add poems to it.
% Encourage students to submit their poems for possible publication in
80